Challenges in Indigenizing Mathematics Pedagogies and Practices in Southern Province, Zambia

This study investigates the challenges associated with indigenizing mathematics pedagogies and practices in Zambia, as perceived by teachers. A survey of 55 mathematics teachers identified key obstacles, including limited understanding of indigenous knowledge (9.3%), resource scarcity (8.9%), resistance to change (9.5%), dominance of Western teaching methods (8.8%), and difficulty in identifying appropriate practices (9.9%). Using a sequential exploratory mixed-methods design, quantitative data were collected via structured questionnaires, followed by qualitative data from semi-structured interviews with 15 teachers. Analysis revealed significant challenges: a shortage of culturally relevant teaching materials, language barriers, and inadequate teacher training. The study emphasizes the need for comprehensive professional development programs, culturally relevant teaching materials, curriculum adaptation, and increased community involvement. Recommendations include developing teacher training programs, enhancing the availability of local resources, fostering collaboration among stakeholders, and promoting community engagement. Addressing these challenges requires a multifaceted approach involving educators, policymakers, and communities to create an inclusive and culturally relevant educational system. Future research should explore long-term impacts and interdisciplinary approaches to indigenized education.